ERIC Number: EJ1036813
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 102
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning
Schunk, Dale H.; Mullen, Carol A.
Educational Psychology Review, v25 n3 p361-389 Sep 2013
In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby mentoring exerts its effects. An integration of mentoring with self-regulated learning seems valuable because self-regulated learning researchers have employed methodologies to assess its dynamic nature. We review assumptions of mentoring and self-regulated learning theories, representative mentoring research studies, and methods of assessing self-regulated learning. Following presentation of the mentoring research model, suggestions are given for types of research studies to identify the operation of key processes before, during, and after mentoring interactions. We conclude with implications of this integrated perspective for theory development and educational practice.
Descriptors: Mentors, Metacognition, Models, Educational Practices, Learning Theories, Interpersonal Relationship, Theory Practice Relationship, Educational Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A